Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 11, Number 3  

Diversity & Democracy
Volume 12,
Number 2
(2009)

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About This Issue
Featured Topic: Shared Futures
Rethinking Educational Practices to Make Excellence Inclusive
Outcomes of High-Impact Educational Practices: A Literature Review
The First Year at LaGuardia Community College
The Ralph Bunche Societies: Broadening Horizons, Expanding Opportunities
Educational Practices that Foster Intercultural Competence
Perspectives
First-Year Learning Communities:
A Student’s Experience
Reframing Diversity as an Institutional Capacity
Campus Practice
Creating Change: Arts, Activism, and the Academy
Service Learning and Learning Communities: Promising Pedagogies
Research Report
Best Practices for Supporting College Access and Success
And More...
In Print
Resources
Opportunities

About This Issue

By Kathryn Peltier Campbell, Editor

Higher education in the United States is facing a swift current of change that challenges its traditional pedagogical and curricular models. As student populations become increasingly diverse and America faces pressing challenges at home and abroad, American education must reengineer itself to capitalize on the multiple strengths that students bring to campus. Like engineers designing new turbines to harness the wind’s inherent power, higher education must invent new models that channel students’ potential for excellence through excellent design.

In College Learning for the New Global Century, AAC&U identified several such designs, known as effective (or high-impact) educational practices: first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, opportunities for diversity/global learning, service learning, internships, and capstone courses and projects. These practices have been shown to lead to success for all students, and particularly for traditionally underserved students. Drawing on AAC&U’s Making Excellence Inclusive initiative, this issue of Diversity & Democracy explores how institutions can use high-impact practices to reengineer themselves and harness the power of inclusive excellence for all.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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